SELF-HELP SKILLS OF PUPILS WITH INTELLECTUAL DISABILITY: A QUASI EXPERIMENTAL RESEARCH
DOI:
https://doi.org/10.20414/jtq.v22i1.8026Keywords:
Gender, Intellectual Disability, Playway, Self-help Skills, Social StoriesAbstract
Children with intellectual disabilities risk becoming physically and emotionally dependent on adults because they cannot care for themselves. This study examined how play ways, social stories, and parents' socioeconomic status affect self-help skills among pupils with intellectual disability. This study used a 3 x 2 factorial design as part of a quasi-experimental pretest-posttest and control group research design. Purposive sampling was used to select thirty pupils with intellectual disability (N = 30, M = 13, F = 17, Mean age = 12.3) from three government-owned primary schools. The play way and social story method instructional packages on self-help skills were two treatment packages. Performance Assessment of Self-care Skills (PASS) and parental socioeconomic scales was used to collect data. Analyses of covariance (ANCOVA) and marginal mean scores were conducted at a significance level of 0.05 to test for the significance of the data collected. Self-help skills of pupils with intellectual disability were significantly affected by treatment [F (1,10) = 2.866 p > 0.05; partial ?2 = 0.193], while the adjusted Marginal Mean revealed that play way was the most effective treatment. Furthermore, the result demonstrates that parents' socioeconomic status substantially enhanced the self-help skills of pupils with intellectual disability. A high parent's socioeconomic status influenced participants' self-help skills more. Results from the study suggest that children with intellectual disability can benefit from a play-way approach, social stories, and parental socioeconomic status.
Downloads
References
Ali, A., & Mahamod, Z. (2015). Development of Play-Based Instruction Module for Teaching Preschoolers’ Language Skills. Australian Journal of Basic and Applied Sciences, 9, 110-118.
Anderson, S. R., Jablonski, A. L., Thomeer, M. L., & Knapp, V. M. (2007). Self-help skills for people with autism. Bethesda, MD: Woodbine House.
Attwood, T. (2000). Strategies for Improving the Social Integration of Children with Asperger Syndrome. Autism, 4(1), 85–100. https://doi.org/10.1177/1362361300004001006
Baker, J. E. (2004). Social skills training for children and adolescents with Asperger Syndrome and social-communication problems. Kansas: Autism Asperger Publishing.
Bandura, A. (2009). Social Cognitive Theory of Mass Communication. Media Psychology, 3(3), 265-299. http://dx.doi.org/10.1207/S1532785XMEP0303_03
Bandura, A. (1986). Social foundations of thought and action. Upper Saddle River, NJ:Prentice Hall.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191
Begun, W. R. (Ed.). (1996). Social skills lessons and activities for grades 7-12. San Francisco: Jossey-Bass.
Brownell M. D. (2002). Musically adapted social stories to modify behaviors in students with autism: four case studies. Journal of music therapy, 39(2), 117–144. https://doi.org/10.1093/jmt/39.2.117
Crozier, S., & Tincani, M. (2007). Effects of social stories on prosocial behavior of preschool children with autism spectrum disorders. Journal of autism and developmental disorders, 37(9), 1803–1814. https://doi.org/10.1007/s10803-006-0315-7
Daubert, E. N., Ramani, G. B., & Rubin, K. H. (2018). Play-Based Learning and Social Development (pp. 1-5).
Deci EL, Ryan RM. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. New York: Plenum Press
Dowling M (2000). Young Children's Personal, Social, and Emotional Development. London: Sage Publication.
Drahota, A., Wood, J. J., Sze, K. M., & Van Dyke, M. (2011). Effects of cognitive behavioral therapy on daily living skills in children with high-functioning autism and concurrent anxiety disorders. Journal of autism and developmental disorders, 41(3), 257–265. https://doi.org/10.1007/s10803-010-1037-4
Dzainudin, M., Yamat, H., & Yunus, F. (2018). Emerging Young Children’s Thinking through Social and Cognitive Development in the Project Approach. Creative Education, 9, 2137-2147. https://doi.org/10.4236/ce.2018.914155
Ewijk, R. V. & Sleegers, P (2010). The effect of peer SES on students Achievement: A meta-analysis. Journal of Educational Research Review, 5 (2). 134-150 https://doi.org/10.2139/ssrn.1402645
Gray C. A. (2010). The new social story™ book. Arlington, TX: Future Horizons.
Gray, C. (1998). Social stories 101. The Morning News, 10(1), 2–6. Michigan: Jenison Public Schools.
Hanley-Hochdorfer K., Bray M., Kehle T., Elinoff M. (2010). Social stories to increase verbal initiation in children with autism and Asperger’s disorder. School Psychology Review, 39, 484-492. https://doi.org/10.1080/02796015.2010.12087767
Holis, A. (2017). Belajar Melalui Bermain untuk Pengembangan Kreativitas dan Kog-nitif Anak Usia Dini (Learning Through Play for Early Childhood Creativity and Cognitive Development). Jurnal Pendidikan UNIGA, 10, 23-37.
Irvin, M. (2017). The Importance of Play in Early Childhood Education. Master’s Theses & Capstone Projects, Orange City, IA: Northwestern College.
Jacob, U. S., Oyefeso EO., Adejola, A. O. Pillay, J, (2022) Social Studies Performance Of Pupils With Intellectual Disability: The Effect Of Demonstration Method And Storytelling. Ilkogretim Online - Elementary Education Online, 21 (1) 36-47 https://doi.org/10.17051/ilkonline.2022.01.04
Jacob, U. S. & Pillay, J. (2021) Effectiveness of music therapy on reading skills of pupils with intellectual disability. Cypriot Journal of Educational Science. 16(1), 251-265. https://doi.org/10.18844/cjes.v16i1.5526
Jacob, U. S. Pillay, J, Ayandokun, J & Oyundoyin, J. O. (2021a) Social Skills of Pupils with Mild Intellectual Disability: Do Peer Tutoring, Storytelling and Gender Play a Role? Universal Journal of Educational Research, 9(12) 1887 - 1897, https://doi.org/10.13189/ujer.2021.091201
Jacob US, Pillay J and Oyefeso EO (2021b) Attention Span of Children With Mild Intellectual Disability: Does Music Therapy and Pictorial Illustration Play Any Significant Role? Front. Psychol. 12:677703. https://doi.org/10.3389/fpsyg.2021.677703
Jantan, R. (2013). Faedah Bermain Dalam Perkembangan Kanak-Kanak Prasekolah (The Benefits of Playing in the Development of Preschool Children). Trend dan Isu: Pengajaran dan Pembelajaran, 1, 59-70.
https://www.scirp.org/journal/paperinformation.aspx?paperid=96654#return9
King, S. (2010). The Limitless Potential of You. Retrieved from: Self-help skills in children/livestrong.com: http://www.livestrong.com/article/141612-self-help-skillschildren/
Kuoch, H., & Mirenda, P. (2003). Social Story Interventions for Young Children With Autism Spectrum Disorders. Focus on Autism and Other Developmental Disabilities, 18(4), 219–227. https://doi.org/10.1177/10883576030180040301
Kuttler, S., Myles, B. S., & Carlson, J. K. (1998). The use of social stories to reduce precursors to tantrum behavior in a student with autism. Focus on Autism and Other Developmental Disabilities, 13(3), 176–182. https://doi.org/10.1177/108835769801300306
Lillard, A. S. (1993). Pretend play skills and the child's theory of mind. Child Development, 64(2), 348–371. https://doi.org/10.2307/1131255
Liss, M., Harel, B., Fein, D., Allen, D., Dunn, M., Feinstein, C., Morris, R., Waterhouse, L., & Rapin, I. (2001). Predictors and correlates of adaptive functioning in children with developmental disorders. Journal of autism and developmental disorders, 31(2), 219–230. https://doi.org/10.1023/a:1010707417274
Lorimer, P. A., Simpson, R. L., Smith Myles, B., & Ganz, J. B. (2002). The Use of Social Stories as a Preventative Behavioral Intervention in a Home Setting with a Child with Autism. Journal of Positive Behavior Interventions, 4(1), 53–60. https://doi.org/10.1177/109830070200400109
Loy, C. L. (2017). Boneka Sebagai Alat Pedagogi Dalam Perkembangan Sosial Dan Emosi Kanak-Kanak Prasekolah (Dolls as a Pedagogical Tool in the Social and Emotional Development of Preschool Children). Jurnal Pendidikan Awal Kanak-Kanak. Jilid, 6, 45-56.
Mundy, P., & Stella, J. (2001). Joint attention, orienting, and nonverbal communication in autism. In A. M. Wetherby & B. M. Prizant (Eds.) Autism spectrum disorders: A transactional developmental perspective (pp. 55–77). Baltimore: Brookes
Mash EJ & Wolfe DA (2005). Abnormal Child Psychology - third edition. USA: Thom-son Wadsworth.
Muro, M., & Jeffrey, P. (2008). A critical review of the theory and application of social learning in participatory natural resource management processes. Journal of environmental planning and management, 51(3), 325-344
Nabavi, R.T. (2012). Bandura's Social Learning Theory & Social Cognitive Learning Theory. Retrieved from https://davidamerland.com/images/pdf/BandurasTheory.pdf
Olçay-Gül, S., & Tekin-?ftar, E. (2012). Otizm spektrum bozuklu?u tan?s? olan bireyler için sosyal öykülerin kullan?m? [The use of Social Stories for individuals with autism spectrum disorders]. Ankara Üniversitesi E?itim Bilimleri Fakültesi Özel E?itim Dergisi, 13, 1–20 https://doi.org/10.1501/Ozlegt_0000000168
Pellegrini A. D. (1989) Elementary school children's rough-and-tumble play. Early Childhood Research Quarterly. 4(2):245-260.
Pellegrini A. D & Smith P. K. The nature of play: Great apes and humans. New York, NY: Guilford Press; 2005.
Pretzel, R.E., Hester, A.D., Porr, S. (2013). Self-help Skills. In: Volkmar, F.R. (eds) Encyclopedia of Autism Spectrum Disorders. Springer, New York, NY. https://doi.org/10.1007/978-1-4419-1698-3_943
Rosli, R., & Lin, T. W. (2018). Children Early Mathematics Development Based on a Free Play Activity. Creative Education, 9, 1174-1185. https://doi.org/10.4236/ce.2018.97087
Ryan R. M., Deci E. L., 2017. Self-Determination Theory: Basic Psychological Needs in Motivation, Development, and Wellness. New York: Guilford
Saljö, R., 1979. Learning in the learner's perspective. I. Some common-sense conceptions. Reports from the Institute of Education, No. 76. University of Gothenburg
Scattone, D., Wilczynski, S. M., Edwards, R. P., & Rabian, B. (2002). Decreasing disruptive behaviors of children with autism using social stories. Journal of autism and developmental disorders, 32(6), 535–543. https://doi.org/10.1023/a:1021250813367
Scattone, D., Tingstrom, D. H., & Wilczynski, S. M. (2006). Increasing Appropriate Social Interactions of Children with Autism Spectrum Disorders Using Social Stories TM. Focus on Autism and Other Developmental Disabilities, 21(4), 211–222. https://doi.org/10.1177/10883576060210040201
Schalock, R. L., Borthwick-Duffy, S. A., Bradley, V. J.; Buntinx, W. H. E., Coulter, D. L., Craig, E. M., Gomez, S. C., Lachapelle, Y., Luckasson, R., Reeve, A., Shogren, K, A., Snell, M, E., Spreat, S., Tasse, M, J., Thompson, J, R., Verdugo-Alonso, M, A., Wehmeyer, M. L., & Yeager, M. H. (2011). Intellectual disability: Definition, classification and systems of supports (11th ed.). American Association on Intellectual and Developmental DisabilitiesScheuermann, B., & Webber, J. (2002). Autism: Teaching DOES make a difference. Belmont, CA: Wadsworth-Thomson Learning.
Sicile-Kira, C. (2006). Adolescents on the spectrum: A parent’s guide to the cognitive, social, physical, and transition needs of teenagers with autism spectrum disorders. New York: Penguin.
Sugai, G., & Lewis, T. J. (2017). Preferred and Promising Practices for Social Skills Instruction. Focus on Exceptional Children, 29(4). https://doi.org/10.17161/foec.v29i4.6862
Taylor, B. A., Teaching peer social skills to children with autism. In: Maurice C, Green G, FoxxRM, editors. Making a difference: behavioural interventions for autism. Texas: Pro-Ed; 2001.p. 83–96.
Turney, K. & Kao, G. (2009) Barriers to School Involvement: Are Immigrant Parents Disadvantaged? The Journal of Educational Research, 102, 257–271. https://doi.org/10.3200/JOER.102.4.257-271
Wright L. A., McCathern R. B. (2012). Utilizing social stories to increase prosocial behavior and reduce problem behavior in young children with autism. Child Development Research, 13, 1-13
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Udeme Samuel Jacob, Jace Pillay, Amos Olajuwon Olukanni, Genevieve Chimaoge Ebulum
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
